Presentation for ETUG fall session 2009.

1. Large Scale Learning Design Provincial Instructor Diploma Program (PIDP) Karen Belfer

2. PIDP Background Provincially renown Started in 1978- hasn’t changed For new instructors Provides the basic tools to be successful in the classroom Participant’s feedback is very positive Provincially funded until 2002- became cost recovery in 2005

3. PIDP Background: Courses 6 Courses and a Practicum = 180 classroom hours PIDP 3101 Design of Instruction PIDP 3102 Instructional Techniques PIDP 3103 Instructional Media PIDP 3104 Evaluation of Learning PIDP 3105 Evaluation of Instruction PIDP 3106 Elements of Instruction PIDP 3107 Practicum

4. Background on PIDP Faculty Average number of years teaching in the PIDP: 15 Masters in Education Great “teachers” They teach others curriculum development

5. Background for the Re-Design Program Review Feb – June 2008 Recommendations: Outcomes-based curriculum Update course content Look at different modes of delivery Reinstate a Program Advisory Group (PAC) New business model Challenge 30 great years of experience- success ~ Change *

6. Large Scale Learning Design Steps: Visioning - Dec 08 Mapping Exercise – Feb 09 Develop a new Business Model ~ on-hold

7. Visioning - Dec 08 Purpose: Create inspiration and excitement around future opportunities Trends shaping adult education today How is adult education and training changing in the 21st century? What does a PIDP program look like that provides students with the tools to be innovators? What are the future opportunities for the PIDP program? Invited key members of the community that the program faculty know and admire

8. Mapping - Feb 09 The Mapping Primer: A tool for reconstructing a college curriculum Ruth Stiehl, The Whitewater Institute, Oregon Les Lewchuk

9. Mapping - Feb 09 Why use Mapping Primer College based River metaphor Visual design Philosophy: curriculum development as a conversation not a set of tools Book includes communication starters – activities to accomplish the task. Methodology has been successfully used in the college and at SAIT Access to a couple of facilitators from Compass Learning

10. Mapping - Feb 09 Process Who - Voices Employers Advisory groups Business and community leaders Students Faculty How Participation Conversation Negotiation Reflection

11. Mapping - Feb 09 Program Learning Outcomes Program learning outcomes are not objectives or goals to be put in new wrappers. Outcome statements describe what students should be able to do “outside” the classroom –not “inside” it.Ruth Stiehl Activity Roles students will take in society? What will they be able to do in these roles as a result of participating in this program? Brainstorm Cluster answers Name clusters Write outcomes- action, context, scope, complexity.

13. Industry/ Educational Consultant

14. Facilitator

15. Administrator

18. Industry/ Educational Consultant

19. Facilitator

20. Administrator

21. Program Advisor

22. Certificate, Diploma, or Bachelor in your area of study or training.

24. Mapping - Feb 09

25. Mapping - Feb 09

27. Industry/ Educational Consultant

28. Facilitator

29. Administrator

30. Program Advisor

31. Certificate, Diploma, or Bachelor in your area of study or training.

32. A letter of recommendation from a public or private post-secondary instructor or administrator indicating abilities as a potential instructor.Portfolio Capstone Assessment

33. Mapping - Feb 09 Content “… the greatest fear for subject-matter experts is not being able to cover the course content” “The only content that gets lost in outcomes-based curriculum is content that isn’t relevant to the intended outcomes” Ruth Stiehl Activity What concepts do participants need to understand?

36. Industry/ Educational Consultant

37. Facilitator

38. Administrator

39. Program Advisor

40. Certificate, Diploma, or Bachelor in your area of study or training.

41. A letter of recommendation from a public or private post-secondary instructor or administrator indicating abilities as a potential instructor.Portfolio Capstone Assessment Curriculum Design Instructional Skills Instructional Skills Online

42. What Happened after Feb 09 Faculty lead Continue to work on the Program No training in this methodology Confident (curriculum development experience and subject matter expertise).

43. After Mapping – Sep 09

44. 15 Program Outcomes Capstone Project Curriculum and Instructional Design 30 Instructional Strategies and Techniques Learning Theories 15/15 15/15 ProfessionalPractice Delivery of Instruction Evaluating Learning 30 30 15/15 15 Media Electives Foundations Course 15

45. After Mapping – Sep 09 Challenges Concepts – Topics Topics - Content Content – Current Courses Moving away from the original Mapping exercise

46. Mapping - Oct 09 Content “… the greatest fear for subject-matter experts is not being able to cover the course content” “The only content that gets lost in outcomes-based curriculum is content that isn’t relevant to the intended outcomes”Ruth Stiehl Activity What concepts do they need to understand? What Issues do they need to understand? What skills must they develop? What might we have them do to show evidence of these outcomes?

48. Lessons Learned Plus Outcomes and Mapping Primer – great resource Compass Learning facilitators – great resource Accomplishment during Feb 09 Outcome-based curriculum: Allows you to evaluate student learning Challenges Feb 09 – Limited time, did not allow us to finish the map. Faculty are experts in curriculum development Outcomes-based program mapping: New way of looking at design of curriculum

50. Industry/ Educational Consultant

51. Facilitator

52. Administrator

53. Program Advisor

54. Certificate, Diploma, or Bachelor in your area of study or training.

55. A letter of recommendation from a public or private post-secondary instructor or administrator indicating abilities as a potential instructor.Capstone assessment Foundations of Adult Learning Instructional Skills Curriculum Design Instructional Strategies Assessment of Learning Portfolio Teaching Technologies 2/7 Learning 1/4 ClassroomManagement TTPresentations TTAudio TTImages Learning Styles TTWeb 2.0 TTMultimedia TTClickers TTGames Learning and the Brain Cognitive Psychology Core Course 1.5 Cr Core Courses3Cr Electives1.5 Cr

57. Communicate clearly with team members and customers

58. Stay current with new technology

59. Conduct yourself on the job with a high degree of professionalism

60. Use service literature and tools efficiently

61. Practice a systematic diagnostic and repair strategy

62. Understand the operational systems theory for modern automobiles and light trucks

65. Trade worker identification number

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